Embed Size (px)
Citation preview
DOCUMENT RESUME
ED 311 980 JC 890 486
AUTHOR Livieratos, Barbara B.TITLE Distance Learners: Howard Community College's Fiscal
Year 1989 Telecourse Students. Research Report Number62.
INSTITUTION Howard Community Coll., Columbia, MD. Office ofResearch and Planning.
PUB DATE Oct 89NOTE 35p.
PUB TYPE Reports - Research/Technical (143) --Tests /Evaluation Instruments (160)
EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Community Colleges; Computer Oriented Programs;
Enrollment; *Enrollment Trends; ParticipantSatisfaction; Questionnaires; School Surveys;*Student Attitudes; *Student Characteristics; StudentEducational Objectives; *Telecourses; Two YearColleges; *Two Year College Students
ABSTRACTIn fiscal year (FY) 1989, students enrolled in
telecourses at Howard Community College (HCC) were surveyed at theend of each semester to determine their enrollmen: patterns, goals,sources of information about telecourses. :easons for enrolling inand satisfaction with the course, interest in computer-based distancelearning, and personal characteristics. During FY89, 699 studentsenrolled in 27 telecourses at HCC. Survey responses from 448 of thesestudents revealed the following: (1) the typical telecourse surveyrespondent was a 32-year-old white female with a high school diplomaor higher and a full-time job during the semester in which thetelecourse was taken; (2) 50% of the fall students, 42% of the springstudents, and 28% of the summer students had taken previoustelecourses at HCC; (3) during fall and spring, 36% and 34% of thestudents were concurrently taking evening classes at HCC; (4) 49% ofthe student3 were taking the telecourse to transfer to a four-yearcollege; (5) 60.8% were interested in using a microcomputer to taketests or communicate with their instructor; (6) 39.6% had used thelibrary's copies of the telecourse tapes; and (7) the top threereasons for enrolling in a telecourse were lack of time for regularcourses, being able to combine college and family responsibilities,and minim zing travel. The survey instrument is appended. (IMC)
**********************************************************************t* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
***********************************************************************
HowardCommunityCollege
DISTANCE LEARNERS:HOWARD COMMUNITY COLLEGE'S FISCAL YEAR 1989
TELECOURSE STUDENTS
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
S. K. Radcliffe
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
U.S. DEPARTMENT OF EDUCATION°nice of Educational Research and improvementEDUCATIONA. RESOURCES INFORMATION
CENTER (ERIC!X:MS document haS been reproduced aseCervect from the person Or organaatronOrrgenatmg rt.
0 Minor changes nave been made to rmprOrrereproduction it:moldy
Porntsof vrew or opr nr onS stated rn thrsdcCu-ment do not neCeSsarrly representotfrCralOERI positron or policy
RESEARCH REPORT NUMBER 62OCTOBER 1989
BEST COPY AVAILABLE
DISTANCE LEARNERS: HCCS FY89 TELECOURSE STUDENTS
RESEARCH REPORT NUMBER 62
OCTOBER 1989
Office of Research and Personnel
Howard Community College
Columbia, Maryland
HOWARD COMMUNITY COLLEGE
BOARD OF TRUSTEES
Dr. Edward L. Cochran, ChairpersonMr. Steven W. Sachs, Vice Chairperson
Dr. Frederick A. SchoenbrodtMr. Ronald H. CarlsonMr. Donald L. Campbell
Ms. P.nabel FishmanMs. Andrea M. Gruhl
Dr. Dwight A. Burri ll, Secretary-Treasurer
ii
A
HOWARD COMMUNITY COLLEGE
DISTANCE LEARNERS: HCCS FY89 TELECOURSE STUDENTS
CREDITS
Project Director: Susan K. Radcliffe
Data Analysis andReport Author: Barbara B. Livieratos
Research Design and Viadimir Marinich and
Survey Construction: Barbara B. Livieratos
Technical Review:
Technical Editing:
Data Entry:
Table Preparation:
iii
Virginia E. Novak
Jean M. Frank
Linda Heinbauch
Anne Parker
TABLE OF CONTENTS
PAGE
LIST OF 'TABLES AND CHARTS v
EXECUTIVE SUMMARY vi
BACKGROUND AND INTRODUCTION 1
WHAT WAS THE TELECOURSE ENROLLMENT PICTURE FOR FISCAL YEAR 1989? 2
WHO TOOK TELECOURSES IN FY89? 4
WHAT WERE THE PAST, PRESENT, AND FUTURE ENROLLMENTPATTERNS OF TELECOURSE SURVEY RESPONDENTS? 7
HOW DID STUDENTS FIND OUT ABOUT TELECOURSES? 11
WHAT INFLUENCED STUDENTS' DECISIONS TO REGISTER FOR A TELECOURSE? 14
HOW SATISFIED WERE RESPONDENTS WITH THEIR TELECOURSES? 17
WHAT DISTINGUISHED SUMMER TELECOURSE ENROLLEESFROM THOSE IN OTHER SEMESTERS? 19
CONCLUDING REMARKS 23
APPENDIX A: TELECOURSE SURVEY 24
APPENDIX B: SUMMER ADDITION TO THE TELECOURSE SURVEY 26
APPENDIX C: LIST OF RECENT RESEARCH PUBLICATIONS 27
iv
1
LIST OF TABLES AND CHARTS
PAGE
CHART ONE: FY89 TELECOURSE ENROLLMENT BY DISCIPLINE 2
TABLE ONE: TELECOURSE SURVEY RESPONDENTS ANDTELECOURSE ENROLLMENT 3
TABLE TWO: CHARACTERISTICS OF FY89 TELECOURSE ENROLLEES 5
CHART TWO: EDUCATION LEVEL AND EMPLOYMENT STATUS OFFY89 TELECOURSE SURVEY RESPONDENTS 6
TABLE THREE: SURVEY RESPONDENTS' PAST, PRESENT, ANDFUTURE ENROLLMENT IN TELECOURSES 8
CHART THREE: PRIMARY GOAL FOR FY89 TELECOURSE ENROLLEES 10
TABLE FOUR A: HOW SURVEY RESPONDENTS FOUND OUTABOUT THEIR TELECOURSE 12
TABLE FOUR B: SURVEY RESPONDENTS' FIRST CHOICE FOR SOURCESOF FUTURE INFORMATION 13
TABLE FIVE: PERCENT OF RESPONDENTS RATING REASONS AS VERYIMPORTANT FOR REGISTERING FOR A TELECOURSE 15
CHART FOUR: REASONS RATED AS VERY IMPORTANT IN REGISTERINGFOR A TELECOURSE 16
TABLE SIX: SURVEY RESPONDENTS' MEAN RATINGS OF SATISFACTIONWITH THEIR TELECOURSE 18
TABLE SEVEN: RESPONSES TO THE EXPANDED SUMMER EDITIONOF THE TELECOURSE SURVEY 21
v
REPORT SUMMARY
DISTANCE LEARNERS: HOWARD COMMUNITY COLLEGE'S FY89 TELECOURSE STUDENTS
There were almost 700 enrollments in telecourses at Howard Community College(HCC) during Fiscal Year 1989. This report describes the findings from surveys oftelecourse students throughout that year. Highlights from the report are presentedbelow.
0 During FY89 the typical telecourse survey respondent may be described asa 32 year old white female with a high school or higher education levelwho held a full-time job during the semester in which the telecourse w _staken.
0 Telecourse enrollees had serious academic or career goals in takingtelecourses. Transferring to a four year institution was the primary goalfor the majority of survey respondents. The majority of telecourseenrollees who responded to the survey were also taking other HCC courses.
0 Survey respondents cited the schedule of classes as their primary source ofinformation about HCC. The mailed schedule was also their clearpreference for receiving future information.
0 The top three reasons students gave for enrolling in a telecourse were:lack of time, being able to combine college course with familyresponsibilities, and minimizing travel.
0 Overall, students were highly satisfied with the telecourses they took, andthe majority expressed a willingness to take another telecourse. Instructorcontact was rated as the most satisfying aspect of telecourses.
0 Among summer telecourse enrollees there was a higher proportion in theyounger age groups. Most of this group was registered for fall classes, andseemed to view telecourses as a c--nvenient way of picking up neededcredits during the summer.
vi
DISTANCE LEARNERS: HCC'S FY89 TELECOURSE STUDENTS
BACKGROUND AND INTRODUCTION
Telecourses have become an increasingly popular alternative to classroom coursesat Howard Community College (HCC) and at many other institutions throughout thecountry. It is estimated that close to 1,000 schools now use telecourses at least once ayear. Telecourse use ranges from institutions offering a few telecourses to those havinga well-developed program with scores of telecourses. On the average, among thoseschools that offer telecourses, three to five telecourses are offered, with an average totaltelecourse enrollment -lf fewer than 200 students.' In Maryland, a regional consortiumof community colleges and four campuses of the University of Maryland system, Collegeof the Air, is beginning its 19th year of broadcasting telecourses on Maryland PublicTelevision.
Prospects for future telecourse enrollments are good. Many of those closelyinvolved with telecourse development see the concept of telecourses broadening toinclude other forms of pre-produced instructional material for distance learners. Theseother forms might include live broadcasts on cable television, audio courses using audiocassettes, video cassettes to accompany telecourses, and micro-computer based modules.Today there is no rigid definition of what constitutes a telecourse. The definition keepschanging as new combinations of components are adapted to suit the subject matter,materials, and students involved.
Telecourse enrollments at HCC have risen dramatically since they were firstintroduced. In FY81 there were 109 telecourse enrollments, compared to 699 for FY89.Surveys of telecourse students have been conducted sporadically at HCC. In Fiscal Year1989 an effort was made to conduct the same survey with telecourse students at theend of each semester. This report aggregates the data from these surveys and providesus with an opportunity to view FY89 telecourse enrollees as a group. The tables andtext in the report also look at the data from each semester of the fiscal year in anattempt to determine if there were distinct differences between enrollees by semester.Sixty-four percent of the FY89 enrollments were accounted for with completed surveys.
Anecdotal reports by on-campus telecourse instructors indicated that summertelecourse enrollees might have some different characteristics and motivations than thoseenrolled in the fall and spring. For that reason, a special addition to the telecoursesurvey was designed for summer enrollees. The responses to the additional questionsfor surmaer enrollees are discussed in a separate section of the report.
1 Brey, R. (1989). Telecourse Utilization Survey SecondAnnual Report: Fall 1986 - Summer 1988 Semesters, A ResearchProject of the Instructional Telecommunications Consortium, AACJC,funded by the Annenberg/CPB Project.
WHAT WAS THE TELECOURSE ENROLLMENT PICTURE FOR FISCAL YEAR 1989?
A variety of telecourses was offered during fiscal year 1989. .These credit coursescould help students to meet requirements in diverse program areas. The telecoursesurvey was administered during one of the last classroom meetings with each course'son-campus instructor. Table One gives an overview of the enrollment in each telecoursefor FY89 and also shows the percentage of each course's enrollees who responded to thesurvey. The table shows that:
o Within courses, percentages of enrollees responding to the telecourse surveyranged from 0% to 100%. Of the 26 courses offered, 21 had 50% ormore of the enrollees responding to the survey.
o While 64% of the FY89 telecourse enrollments were accounted for withcompleted surveys, it should be remembered that a number of studentswere taking multiple telecourses, and a number may have taken telecourseseach semester in FY89. No attempt was made to obtain a randomlyselected sample, and since an entire course, or in a few cases, the majorityof the enrollees in a course were not surveyed, it would not be appropriateto generalize the findings prom this survey as true for all telecourseenrollees. The findings are certainly valid for the group who responded,and that group represents a majority of telecourse enrollees.
o Chart One, below, shows FY89 enrollment in telecourses by discipline. The
top three divisions by total FY89 telecourse enrollments were: Business
(12.2%), Psychology (11.4%), and Sociology (10.4%).
FY89 TELECOURSE ENROLLMENTSBY DISCIPLINE
Business/Management 21%
FlIstory/Econoralcs 15%
Psyohotogy/Soolology 22%
SpHaPrgoe 6%
CHART ONE
TABLE ONE
TELECOURSE SURVEY RESPONDENTS AND TELECOURSE ENROLLMENT
FY89Enrollment Respondents
% ofEnrollees
Responding
AC111 Principles of Accounting 11 5 45%
AR104 Art History I 11 0 0
BU100 Intro to Business and Organization 51 40 78%
BU130 Principles of Marketing 34 23 68%
CM111 Introduction to Composition 31 12 39%
CS110 Software Application for Micros 15 13 87%
05120 Intro to Computer Systems 14 8 57%
EC101 Principles of Economics 24 13 54%
EC102 Principles of Economics 18 12 67%
FR101 Elementary French 12 6 50%
HEIDI Intro to Health Education 40 24 60%
HY111 American History to 1877 47 37 79%
HY112 American History to 1877 16 13 81%
MA120 College and Algebra Trigonometry 17 10 59%
MN140 Principles of Management 63 39 62%
MU102 Survey of Musical Literature 3 3 100%
PL101 Introduction to Philosophy 50 38 76%
P0101 American Federal Government 24 13 54%
PY101 General Psychology 46 34 74%
PY103 Child Growth and Development 34 21 62%
SC104 Elementary Astronomy 25 17 68%
$0101 Introduction to Sociology 49 31 63%
50103 Marriage and the Family 24 17 71%
ST383 Oceanus: The Marinennvironmenb 18 11 61%
ST434 Humanities Through the Arts 5 2 40%
ST433 Japan - The Living Tradition 13 3 23%
ST455 War & Peace in the Nuclear Age 4 0 0
Unknown3
It3TAL 699 448 64%
3
WHO TOOK TELECOURSES IN FY89?
Survey respondents were asked a series of questions to identify their demographiccharacteristics. Their responses are detailed in Table Two. Among the table's highlightsare:
o For all of FY89 better than three-fourths of the respondents were female.(The only semester in which the percentage of females dipped under 75%was in the summer, when 72% of the respondents were female.) Thepredominance of females among telecourse survey rc..-pondents is higherthan that in the overall credit population for FY89, which averaged about60% female. While females may well have been more likely to respond tothe survey, further investigation into the characteristics of non-respondenttelecourse enrollees must be carried out to determine if the proportions areartificially inflated by this fact.
o During the fiscal year, almost 74% of those taking telecourses werebetween 21 and 40 years old. In each semester the age group of 21 to 30years old accounted for the highest proportion of respondents, as it did inFY89 for all HCC credit enrollees. Summer session proved to haveconsiderably more students in the 20 and under group and a comparativelylower number over 40 years old. Accordingly, summer session had thelowest mean age - 30.0 years.
c In Fiscal Year 1989 the racial makeup of the telecourses closely parallelledthat of the overall credit population - 80% were white, and 11% wereblack.
o Overall, the telecourse enrollees were a well-educated group, with 32% ofthem having some kind of post-secondary credential. Chart Two shows theeducational lever of survey respondents. Summer students caused a blip inthe proportion with certificates or AA degrees - 26% had those degrees,compared with 13% in the fall semester and 21% in the spring.
o Fully 70% of the FY89 telecourse survey respondents were working fulltime while they took their telecourses, as shown in dart Two.Interestingly, the summer session had the highest proportion working fulltime (76%) and the highest proportion unemployed (7%).
o Of those who worked, over 82% each semester were on a regular dayshift. During the fiscal year, 12% of the respondents took telecourseswhile they worked evening or rotating shifts.
Based on the above observations, the typical telecourse survey respondent may bedescribed as a white female between 21 and 40 years old, who was at least a highschool graduate and was most likely working full time on a regular day shift.
4
TABLE TWO
CHARACTERISTICS OF FY89 TELECOURSE ENROLLEES
Characteristic Fall'88
n=154
x
Spring'89
n=191
%
Summer,89
n=103
X
Total
n=448
%
Sex:
Male 18.3 23.0 27.3 22.4
Female 81.0 77.0 71.7 77.6
MI:11-20 2.6 5.0 20.6 7.7
21.30 42.1 39.7 35.0 39.5
31.40 37.5 31.9 34.1 34.3
41-50 16.4 20.1 8.2 16.1
51 and over 1.3 3.4 2.1 2.3
Mean Age 32.6 years 33.2 years 30.0 years 32.3 years
Race:
Black 13.0 7.3 14.6 10.9
White 83.8 79.6 75.7 80.1
Other/Unknown 3.2 13.2 9.7 8.9
Cu. rent Education Level:
Less than 12th grade 0 0 2.0 0.5
GED 3.3 3.8 5.0 3.9
H.S. Diploma 72.2 61.2 55.0 63.6
Certificate 2.0 5.5 7.0 4.6
AA Degree 11.3 15.8 19.0 15.0
Bachelor's 7.9 9.8 8.0 8.8
Post Graduate 3.3 3.3 4.0 3.2
Employment Status:
Full-Time 73.0 69.4 76.0 70.1
Part-Time 12.5 16.9 10.0 13.8
Full-Time Student 4.6 3.3 3,0 3.7
Full-Tire Homemaker 8.6 7.1 4.0 6.9
Not Employed 1.3 2.7 7.0 3.2
Work Schedule:
Regular Day Time 86.7 82.2 84.5 84.3
Early Evening 1.6 7.6 1.2 4.1
Late Evening 4.7 1.9 9.5 4.6
Rotating Shifts 7.0 8.3 4.8 7.0
5
EDUCATION LEVEL AND EMPLOYMENT STATUSOF FY89 TELECOURSE SURVEY RESPONDENTS
High School /GED68%
Full Time72%
Less than H.S.1%
Bachelors or higher12%
AA /Ce rtl ficate20%
EDUCATION LEVEL
Not Employed3%
FT Homemaker7%
FT Student4%
Part Time14%
EMPLOYMENT STATUS
CHART TWO
6
WHAT WERE THE PAST, PRESENT, AND FUTURE ENROLLMENT PATTERNS OF
TELECOURSE SURVEY RESPONDENTS?
Surveying telecourse students throughout Fiscal Year 1989 enabled us to identifypatterns of telecourse enrollment and to some extent to anticipate the prospects offuture enrollment by this same group of students. Table Three displays the overallpicture of telecourse enrollment patterns. The table indicates that:
o During the regular academic year 50% (fall) and 42% (spring) had takentelecourses at HCC before. An additional 2 °I and 3%, respectively hadtaken telecourses elsewhere. This pattern was in marked contrast to thesummer figures for previous telecourse enrollment: 28% had Takentelecourses at HCC and 4% had taken them elsewhere.
o Close to half of the students in each semester would have enrolled in astandard class of the same course if the course had not been offered as atelecourse. For this group of students, it may well have been thatobtaining the credits in that specific subject area at that particular timewas the overriding reason for enrolling in a telecourse. For those whowoul 9t have enrolled in a standard class of the same course if a
had not been offered, it might be assumed that time and--neduling constraints were among their reasons.
o The majority of respondents were taking only one telecourse. Between18% (Summer) and 27% (Spring) were taking two or more telecoursesduring the semester in which they were surveyed.
o As for other classes taken during the semester, there was a distinctdifference among summer and the sessions during the academic year.During the fall and spring, 36% and 34% of those taking telecourses werealso taking evening classes at HCC. During the summer, 23% were doingso. When all HCC classes during a given semester were totaled, 74%during the fall, 68% during the spring, and 45% in the summer weretaking other HCC courses. During the fall, less than 1% were takingclasses at another college, in the spring 6% were, and in the summer 8%were.
7
,ensf.mamm.=mmarmimmeasalessalmV4.`vmsramciammsx
TABLE ThBEF
SURVEY RESPADENTS' PAST, PRES.aft, AND FUTURE ENROLLNEki IN TELECOURSES
2WILII3=111
Survey Item fs11.88
n=154
B
f'ring.89
n=191
x
Summer'89
n=103B
Total
n=448
3_
Nave taken T.V. credit college course before:
Yes, at NCC 50.0 42.0 28.2 41,6
Yes, elsewhere 1.9 3.2 3.9 2.9
No 48.1 54.6 68.0 55.5
Would have enrelled in standard class of seat course:
Yes 53.0 55.1 50.0 53.2
No 47.0 44.8 50.0 46.8
Other telecourse now taking:
None 67.3 72.8 82.3 73.0
One 26.0 22.5 17.7 22.1
TWO 5.3 4.6 0 3.8
*Sree or more 1.3 0 0 0.5
Other college classes th semester:
Evening class on MCC campus 36.4 33.6 22.9 37.0
Day class cn MCC campus 15.6 15.7 11.9 14.8
None 25.3 Z5.8 45.9 30,4
Other Telecourse(s) 18.8 14.7 9.2 14.8
Off-campus MCC campus 1.9 2.3 1.8 2.0
Class(es) at another college 0.6 6.0 8.3 4.8
Weekend MCC class 1.3 1.8 0 1.2
Primary goal in taking cou:ses:
Transfer to a foul year institution 48.1 46.8 54.4 49.0
Exploration of new xmrer or academic area 13.0 19.7 10.7 15.3
preparation of immediate entry into a career 13.0 10.6 11.7 11.7
Update skills for a job currently held 9.1 8.0 6.8 8.1
interest and self enrichment 9.7 6.4 4.9 7.2
Other 7.1 8.5 11.7 8.8
Would take another Telecourse:
Yes 90.1 90.9 81.0 88.4
No 9.9 9.1 19.0 11.5
Interested in microimodem tocommunicate or take exams:
Yes52.7 66.7 62.4
60.8
No47.3 33.3 37.6
39.2
Nave a micro available for use:
Yes51.6 57.9 53.0 54.6
No48.4 42.1 47.0 45.4
Nave a ,odes; available for use:
Yes28.3 34.4 31.2 31.5
No71.7 65.6 68,8 68.4
Have a VCR:
Yes94.1 97.3 93.1 95.2
No5.9 2.7 6.9 4.8
Viewing pattern:Always record for later viewing
33.6 35.4 39.6 37.5
Usually record for later viewing 21.4 25.8 20.8 23.2
Usually watch as it is televised 17.9 15.7 11.5 15.5
Always watch as it is televised 13.6 11.2 19.8 14.1
Don't witch or record, but rely on textbook 7.6 11.8 8.3 9.5
Have used library tapes:
Yes37.5 44.8 33.0 39.6
No61.8 55.2 67.0 60.3
Satisfied with library tapes:
Yes93.1 86.4 78.8 87.2
No6.9 13.6 21.2 12.8
IIMMINIED
AL111111111MQ11
8
14 b
o Throughout the fiscal year, the primary goal of taking telecourses for themajority of the respondents was to transfer to a four year institution. (See
Chart Three). While this was true for almost half of those during theacademic year, that figure rose to 54% amone summer enrollees. Asizeable group, ranging from 11% in the summer to 20% in the spring,was taking telecourses to explore a new career or academic area. Another
group, ranging from 11% to 13% was preparing for immediate entry into a
career. The goals of updating skills for a current ob or personal interest
varied as primary reasons between 5% ant 1,3%.
o During the academic year, 90 or 91% of the respondents said they wouldtake another telecourse. During the summer, 81% said they would.
o In each semester, more than half of the respondents indicated an interestin using a microcomputer and modem to communicate with instructorsand/or take exams. Likewise, over half said that they have amicrocomputer available for use. Considerably fewer (32% overall),indicated that they had a modem available for use.
o Ninety-five percent of the respondents said that they had a video cassetterecorder available for use. Indeed, the widespread accessibility to VCRsmay have been a significant factor in the increased interest and enrollmentin telecourses over the last decade.
o As for viewing patterns, more of the respondents always or usuallyrecorded the programs for later viewing (61% overall) than any othermethod of viewing. Thirty percent always or usually watched the
programs as they were televised. Surprisingly, 9% of the respondentsadmitted to not watching or recording the programs at all, but relying the
textbook.
o About 40% of the respondents over the year used the library tapes of thecourses. Among those who did, 87% were satisfied with the library tapes.
The above points reveal that during the summer there are likely to be moreenrollees who are experiencing their first telecourse and who may be taking only the
single telecourse. During the academic year, the majority of telecourse enrollees were
taking other HCC classroom courses. These respondents had serious academic or career
goals in taking telecourses, and the majority said they would be willing to take another
telecourse. It will be of interest to watch for tends among those who express aninterest in using microcomputers and modems for instructional purposes. Their
willingness to do so may signal a new direction in instruction and course offerings.
9
PRIMARY GOAL FOR FY89TELECOURSE ENROLLEES
Explore New Area15%
Transfer49%
Career Preparation12%
Other9%
Self-Enrichment7%
Update Skills8%
CHART THREE
10
HOW DID STUDENTS FLNID OUT ABOUT TELECOURSES?
Determining how students usually find out about telecuurses could have animpact on future marketing efforts. The surveys conducted during FY89 askedrespondents how they found out about the telecourses in which they enrolled. Table
Four A displays their responses in rank order, from the most frequently identified to theleast. Table Four B shows respondents' preferred methods of finding out informationabout future telecourses. The tables' highlights include:
o For students during the regular academic year, the schedule of classesmailed to the home was the first source cited by over half of therespondents. Summer enrollees, however, were somewhat les likely (40%)to say that the mailed schedule was their primary source of informationabout telecourses.
o For summer students, the most common source of telecourse informationcited was the schedule of classes picked up at HCC, with 42% of themsaying that was how they found out about their telecourse(s).
o Students indicated a clear preference to be informed about telecourses by
mail. For the entire fiscal year, 65% of them said that they preferred tohave a schedule of classes mailed to their homes. An additional 20% saidthey would like a telecourse brochure mailed to them. Ten percentindicated that they would be willing to pick up a telecourse brochure atHCC. For no other method of informing students about telecourses was astrong preference indicated by a significant percentage of the respondents.
As a point of comparison, in the Outreach and Information Survey conducted inDecember 1988, HCC students were asked what they considered to be their mostimportant source of information in deciding to attend HCC. The Schedule of Classesmailed to their homes was clearly the most important source for those surveyrespondents, as it was for the telecourse survey respondents. Given the importanceplaced on it by these students and those surveyed at other times, as well as the definitepreference to be informed about courses by mail, the mailed schedule should continue tobe emphasized as a primary vehicle for communicating with students and as arecruitment and retention instrument.
11
TABLE FOUR A.
HOW SURVEY RESPONDENTS FOUND OUT ABOUT THEIR TELECOURSE
Information Source Fall '88 Spring '89 Summer '89 Total
n=154 n=191 n=103 n-448
% % %
Schedule of classes mailed to home S5.8 51.1 39.8 50.2
Schedule of classes picked up at HCC 27.3 30.6 41.8 32.0
Telecourse brochure mailed to home 10.4 3.8 10.2 7.5
Telecourse brochure picked up at HCC 1.9 3.2 2.0 2.5
Recommended by friend/relative 1.9 3.2 1.0 2.3
telephone conversation/HCC Telecourse Office 1.3 3.2 1.0 2.1
HCC counseling center/advisor0.6 2.2 2.0 1.6
Howard County Cable 0 0 2.0 0.5
Maryland Public Television 0 1.1 0 0.5
Other0.6 1.6 0 0.9
12
TABLE FOUR B.
SURVEY RESPONDENTS' FIRST CHOICE FOR SOURCES OF FUTURE INFORMATION
Information Source Fall:88 Spring '89 Summer '89 Total
n=154 n=191 n=103 n=448
Schedule of classes mailed to home 64.5 72.0 54.4 65.3
Telecourse brochure mailed to home 22.7 13.4 26.7 19.7
Schedule of classes picked up at HCC 6.4 9.1 16.7 9.9
Telephone conversation/HCC Telecourse Office 2.8 2.6 1.1 2.5
Maryland Public Television 1.4 1.0 1.1 1.3
BCC counseling center/advisor 1.4 0.5 0 0.8
Recommended by friend/relative 0 1.0 0 0.5
Telecourse brochure picked up at HCC 0.7 0 0.3
Howard County Cable 0 0.5 0 0.3
Other 0.7 0 0
WHAT INFLUENCED STUDENTS' DECISIONS TO REGISTER FOR A TELECOURSE?
On the telecourse surveys administered during FY89, the students were asked torate the importance of eight specific reasons for registering for a telecourse. Table Fiveand Chart Four show the percentage of respondents who rated each of the reasons as"Very Important." Findings from the data are shown below:
o In each semester, a majority of the enrollees said that they were taking atelecourse because they lacked the time for class attendance. Summerenrollees were somewhat less likely to say they lacked time: 59%, versus72% and 71% for the fall and spring, respectively.
o Being able to combine college courses with family responsibilities was listed
as a very important reason by 67% of the respondents during bothsemesters of the academic year and 58% of the summer students.
o Over half of the respondents each semester said that minimizing travel wasa very important reason for registering for a telecourse.
o While 40% of the students during the regular academic year said that thefact that telecourses allowed them to take a heavier course load was a veryimportant reason for registering, only 28% of summer respondents said thatwas very important to them.
o A higher percentage of summer enrollees (23%) responded that trying anew learning method was a very important reason for enrolling in atelecourse, while 14% of the fall students and 10% of the spring said so.
o The fact that a given course was only available as a telecourse was veryimportant to relatively more of the summer enrollees: 18%, versus 7% inthe fall and 14% in the spring.
o Judging by the responses, few of the telecourse enrollees registered forthose courses because they thought that a telecourse would be less difficult(5% overall).
o Telecourses were more appealing than regular courses for a number ofthose who had handicaps, and although there appeared to be few in thiscategory (3% overall), for them telecourses may well have been their bestalternative method of earning college credit. For some in that group, itmay have been the only way of getting college credit.
14
TABLE FIVE
PERCENT OF RESPONDENTS RATING REASONS MS VERY IMPORTANT FO'e. REGISTERING FOR A TELECOURSE
Fall
n=154
%
'88 Spring
n=191
%
'89 Summer
n=103
%
'89 Total
n=448
%
Lacked time for class attendance 72.4 70.8 58.8 68.6
Possible combine family responsibility 67.1 67.4 58.0 65.1
Minimize travel 54.2 60.2 52.9 56.5
Allowed a heavier load 40.3 40.4 28.4 37.6
Try a new learning method 13.9 10.1 22.5 14.4
Course only available as telecourse 6.6 13.5 18.0 12.1
Thought telecourse less difficult 4.1 6.7 5.0 5.4
Handicaps make telecourse more appealing 2.0 3.4 5.0 3.3
15
Lack of time, family responsibilities, and minimizing travel were the top three
reasons given for enrolling in a telecourse. Remembering that the majority of the
survey respondents were women, it might be tempting to portray the telecourse enrollee
as a housewife fitting the telecourse into her routine of child care and housework. *It
must also be remembered, however, that the vast majority of survey respondents were
employed. The majority of respondents were also taking other HCC courses. Given
those last two facts, the image of a woman watching a telecourse as she folds the
laundry is quickly replaced by that of a student performing a delicate balancing act to
meet the demands and responsibilities of home, work, and school.
REASONS RATED AS VERY IMPORTANT
FOR REGISTERING FOR A TELECOURSE
Percent
SO
70 768.6
65.1'
Time Family Travel Cr.load New Only t4lo.Less dIff.Handleapa
Reasons
CHART FOUR
16
HOW SATISFIED WERE RESPONDENTS WITH THEIR TELECOURSES?
Learning about students' satisfaction with various aspects of telecourses is one ofthe first steps in planning and marketing future telecourse programs. The survey askedstudents to ra4e their satisfaction with specific elements of the telecou es on a fivepoint scale, with one being "not at all satisfied" and five meaning "highly satisfied."Table Six shows the mean ratings on four course elements and an overall satisfactionrating. Points of interest gleaned from the table include:
o Instructor contact received high satisfaction ratings throughout the fiscalyear. When all ratings were taken together, in fact, it was the highestrated course element with a 4.0 mean rating score.
o The text/study guides for telecourses received the second highest ratings,with a mean score of 3.9 for the fiscal year.
o The content and presentation of material were two areas that receivedrelatively lower ratings, with means of 3A and 3.3 respectively for thefiscal year. It should be pointed out, however, that since a score of 3,0indicated satisfaction, any score above that is really a positive rating.
o In terms of overul satisfaction with telecourses, the mean score for theyear was 3.8. In this overall score and in scores for the course elements,summer students tended to give lower scores than those enrolled in the fallor spring.
It is certainly interesting to note that these telecourse enrollees rated their co 1Lactwith the instructor as the most satisfying aspect of their telecourse, That fact, coupledwith numerous written comments indicating a desire for more contact with instructorsmight prompt one to advise these students to take a regular classroom course.Remembering that most respondents were indeed taking classroom courses and that theyseem to be under severe time constraints leads to the conclusion that telecourses maynot have been the first choice for these students, but may well have been the bestalternative for them. The high level of overall satisfaction with telecourses, and thewillingness of the vast majority of respondents to take another telecourse indicate thatfor this group of students, telecourses were doing a very good job in meeting theiracademic expectations and needs.
17
Ilimemig11=1.
TABLE SIX
SURVEY RESPONDENTS' MEAN RATINGS OF SATISFACTION WITH THEIR TELECOURSE
-Mean Scores on a Five-Point Scale
TotalFall'88 Spring'89 Summer'89
-Telecourse Element
n=154 n=191 n=103 n=448
Instructor contact 4.0 4.1 3.7 4.0
Content of material 3.4 3.4 3.3 3.4
Presentation of material 3.4 3.3 3.3 3
Text/study guide 4.0 4.0 3.7 3.9
Overall satisfaction 3.8 3.9 3.6 3.8
18
WHAT DISTINGUISHED SUMMER TELECOURSE ENROILFES FROM THOSE IN OTHERSEMESTERS?
The preceding discussion has focused on findings from the telecourse surveysduring fiscal year 1989. In the discussion it was apparent that on some items therewas a distinction between summer telecourse enrollees and those who were enrolledduring the regular academic year. An overview of the points on which summerenrollees differed shows that:
o Although the majority of telecolne students were female, relatively moremales enrolled during the summer session.
o Summer students were somewhat younger, with a mean age of 30 versus33 years for each of the other semesters.
o More summer enrollees had AA degrees or certificates.
o Comparatively more of the summer enrollees were working full-time, whileparadoxically, more were also unemployed.
o More summer telecourse enrollees were new to the telecourse experience,with most never having taken a telecourse before.
o Relatively fewer summer telecourse enrollees were taking other classes atthe same time as their telecourse.
o A higher percentage of summer enrollees had the goal of transferringcredits to a four year institution as their primary goal in taking atelecourse.
o A lower proportion of summer enrollees used the library tapes of theirtelecourses.
19
o The most common method of summer telecourse enrollees finding outab it their telecourse was to pick up a schedule at HCC, whereas duringthe other semesters mailed schedules were the primary information source.
o Summer enrollees were somewhat less likely to say that they were taking atelecourse because they lacked the time for a regular course.
o Combining family responsibilities with college courses and carrying a heavycourse load were cited as very important by a smaller percentage ofsummer students.
o Higher proportions of summer attendees said that trying a new learningmethod and the fact that a course was only available as a telecourse werevery important to them.
o Summer enrollees were somewhat more likely to give lower scores on thesatisfaction index than were fall or spring enrollees.
The differences noted above for summer telecourse enrollees were identified bycomparing their responses on the telecourse survey to the responses of the fall andspring enrollees. The summer telecourse enrollees were also given a separate additionto the survey in an attempt to understand how their motivations differ from those whotake telecourses during the regular academic year. The expanded data gathered onsummer students are displayed in Table Seven. The data show that:
o Just over two-thirds of the summer students had previously taken creditcourses at HCC. Fully 93% of those who had attended HCC had done sowithin the last two years.
o Fifty-three percent of the summer enrollees had taken credit courses atanother college or university. Of that group, 37% had attended five ormore years ago, 13% had attended two to four years ago, and 50% hadattended less than two years ago.
20
TABLE SEVEN
RESPONSES TO THE EXPANDED SUMMER EDITION OF THE TELECOURSE SURVEY
o
o HCC credit Courses:Yes 67.0
No 33.0
o Last attended HCC: (n=56)
Two or more years agoWithin the last two years
7.292.8
o Credit courses at another college
or university:Yes 53.2
No 36.8
o Last attended other institution:Five or more years ago 37.0
Two to four years ago 13.0
Less than two years ago 50.0
o Register for Fall 89 courses:
Yes, at HCC 50.0
Yes, elsewhere 27.1
No 22.9
o Rated as Very Important reason:Need credits in subject area 83.3
Need credits for transferring 49.5
Need credits by a specific date 41.3
Meet certification requirements 40.9
Limited number of summer courses 29.5
More time in summer 21.1
Closed out of regular course 2.3
o Type of credit course of choice:
Classroom course 57.1
Telecourse 35.2
Computerized course 3.3
Other 4.4
21.
o More than three-fourths of those enrolled in summer telecourses wereregistered for fall courses: 50% of those at HCC and 27% elsewhere.
o When summer enrollees were asked to rate the importance of variousreasons in their decision to take a telecourse, 83% said that the fact thatthey needed credits in a specific subject area was very important. Close to
one half said that needing the credits for transferring was a very important
reason for enrolling in a telecourse. Forty-one percent appeared to feel
some time pressure, since they said that they needed the credits by a
specific date. Forty-one percent also said that it was very important tothem that the telecourse met certification requirements.
o Almost 30% of the students in summer telecourses stated that a veryimportant reason for their enrolling was that there was a limited numberof summer courses available. Twenty-one percent said that they had moretime in the summer for course work. Being closed out of a regular courseon the same topic was rated as an important reason for enrolling in atelecourse by relatively few students.
o Summer telecourse students were asked what type of course they wouldprefer to take if they had a choice. Fifty-seven percent indicated that theywould take a classroom course, while 35% preferred telecourses. Althoughregular classroom courses were offered during the summer, for this groupof students they were apparently not a viable alternative. Work schedulesand other time constraints undoubtedly were a factor in their choosingtelecourses over regular courses.
Most of the summer telecourse survey respondents were taking their firsttelecourse, but the majority were not new to HCC - over two-thirds had taken credit
courses here before within the last two years. Most of these students had a goal oftransferring, and said that they needed credits in that specific subject area. More than
three-fourths of the summer survey respondents were registered for courses in the fall
semester - half at HCC. Although the average age was somewhat lower for summerrespondents, proportionately there really were quite a few more in the younger agegroups than there were during the academic year. This group of students seemed toview telecourses as a convenient way of picking up needed credits during the summer.
22
CONCLUDING REMARKS
This analysis of telecourse enrollees over three semesters of one fiscal year hasenabled us to describe this group according to certain characteristics and to look atsome inter-semester differences among the telecourse enrollees who responded to thesurvey. Information gleaned from this survey may serve to guide future programplanning, policy decisions, and marketing strategies. For a substantial number ofrespondents, telecourses seem to be answering a very real need and enabling them toobtain college credits when they might otherwise not be able to do so. There is everyreason to believe that this group will continue to value the opportunity that telecoursesgive them to earn college credits from a distance.
In general, telecourse enrollees may be described as hard-working adults withcareer and family responsibilities and time constraints that either prohibit them fromregistering for a classroom course or from adding another classroom course to theiralready busy schedule. Furthermore, they have serious academic or career goals in mindwhen they register for telecourses.
As noted in the introduction, telecourses constitute a form of distance learningand are continuing to evolve as they develop new formats and incorporate suchcomponents as live cable broadcasts, video rentals, and computer-based modules. Beingaware of these exciting trends, colleges should continue to monitor the interest andgoals of telecourse enrollees and keep current with new developments in distancelearning.
23
4'
APPENDIX A
HOWARD COMMUNITY COLLEGE
Survey of Telecourse Students
Course: Social Security Number11.5) (6.141
1. Have you ever taken a course by television for college credit 1. Yes, at HCCbefore? - 2. Yes, at another institution (151
3. No
2. If this course had not been offered in a telecourse format, would _ 1. Yesyou have enrolled in a standard class of the same course this 2. No 1161
semester?
3. In addition to this telecourse, how many other telecourses are Telecourses (17)you taking? (Do not count this course.)
4. In addition to this telecourse. what other college classes are you _ 1. Other Telecoursels) (18)attending this semester? (Check all that apply) - 2. Day class on HCC campus (Mon-Fri) 119)
3. Evening class on HCC campus (Mon-Fri) 1201- 4. Off-campus HCC class 1211
5. Weekend HCC class 1221- 6. Classles) at another college 123)
7. None 241
5. What is your primary goal in taking college courses? (P /ease _ 1. Exploration of new career or academic area- 2 Preparation for immediate entry into a career3. Transfer to a four-year institution4. Update skills for a lob currently held5. Interest and self-enrichment6. Other (Please specify)
check one.)
6. Prior to registration, how did you find out about the telecourseyou are taking? (Please check one.)
1. Telephone conversation with HCC Telecourse Office2. HCC Schedule of Classes mailed to my home3. HCC Schedule of Classes picked up at HCC4. Telecourse Brochure mailed to my home5. Telecourse Brochure picked up at HCC
_ 6. Telecourse Brochure picked up at other location(please specify):
7. HCC Counseling Center or advisor_ 8. Howard County Cable 8 TV
9 Maryland Public Television station10. Recommended by friend/relative11. Other (please specify)-
(25)
126,27)
7. Of all the information sources listed above, please list by number First Choice: 1281the three you most prefer for learning about future telecourses. Second Choice' (29)
Third Choice. 1301
8 What influenced your decision to register for a telecourse? Please rate each reason as either very important, of some influence, ornot a factor in your decision.
REASON1. VERY 2. SOME 3. NOT
IMPORTANT INFLUENCE A FACTOR
Minimized travel to and from campusAllowed me to carry a heavier course loadLacked time for regular classroom attendanceWanted to try a new learning methodThought this would be less difficult/less workMade it possible to combine college courses) with familyresponsibilityThis particular course only available as a telecourseTemporary or permanent handicaps make telecourses moreappealing
1311
(321(33)'341(351
(361(371
(381
24 0`.;- j'
9 Please indicate your level of satisfaction with the followingelements of this telecourse 1Circle one number per Item I
Instructor contactContent of televised materialPresentation of televised materialThe text/study guideOverall satisfaction with this telecourse
HIGHLY
SATISFIEDQUITE
SATISFIEDSOMEWHAT NOT AT ALL
SATISFIED SATISFIED SATISFIED
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
14443°9211
(431
10. Would you take another telecourse? _1. Yes _2. No (44)
11. Would you be interested in courses using a microcomputer and _1. Yes 2. No (451modem at your home or office to communicate with your instructorand/or to take exams?
12. Do you have a microcomputer available for your use? _1. Yes 2. No t46)
13. Do you have a modem available for your use? _1. Yes _2. No 147)
14. Do you have a VCR? _1. Yes _2. No (481
15. Oa you usually watch the telecourse as it is televised, or do you _1. I always watch as the course is televisedrecord it for later viewing? (Please check only one.) _2. I usually watch as it is televised
_3. I always record it for later viewing (491_4. I usually record it for later viewing_5 Frankly, I don't even watch or record the programs. but
rely on the textbook
16. A. Have you used the library tapes of your telecourse? 1. Yes _2. No 1501
B. If yes, has this been satisfactory? _1. Yes _2. No 1511
17 A Please indicate your employment status while you were taking .1 Employed full-time 1301more hours a week)the telecourse. _2. Employed pan-time
3. In military_4. Full-time student_5. Full-time homemaker_6. Not employed
B. If employed, what schedule did you work?
18 What is your current level of education? (Check one.)
19. Please check your gender.
20. What is your age?
21. What is your race
22. What aspect of the telecourse did you like best?
_1. Regular daytime schedule_2. Early evening schedule_3. Late evening schedule_4. Rotating shifts
_1. Less than 12th grade_2. G.E.D._3. High School Diploma_4. Certificate
1. Male 2. Female
Years
_1. Black2. American Indian
_3. Asian
_-5 A A Degree-6. Bachelor's Degree
7. Master's Degree-B. Doctoral Degree
Hispanic5. White6. Other
23. What aspect of the telecourse would you like to see ,mproved?
25 00
152)
153)
(54)
(55)
(56,57)
(58)
IAL ADDITION TO THE TELECOURSE SURVEY FOR SUMMER ENROLLEES
eve you taken credit courses (other than telecourses)at HCC before?
SSN:
APPENDIX B
1. Yes
2. No
$i yes, when was the last date you attended? _(Year) (Month)
Have you taken credit courses (other than telecourses)at another college or university?
If yes, when was the last date you attended?
tf yes, what was the institution?
Are you registered for college credit courses for the Fall 1989 semester?
IF registered at another institution, please specify:
What is your major?
1. Yes
2. No
(Year) (Month)
_1. Yes, at HCC_2. Yes, at another
institution
3. No
WsWimportant were the following reasons in your decision to take a telecourse THIS SUMMER?
REASON
1. VERY 2. SOME 3. NOT A
IMPORTANT INFLUENCE FACTOR
'ed credits in this subject area
,ed credits by a specific date
'ed these credits for transferringe:s certification requirements
inted number of regular courses offered
a :his subject area during summer
lo;ed out of a regular course on this topic
ivy more time in summer for course work
If you had a choice, what type of credit course would you take? 1. Telecourse
_2. Classroom course3. Computerized course
4.Other:
BEST COPY AVAILABLE
26
24
APPENDIX C111111111
LIST OF MOST RECENTRESEARCH PUBLICATIONS
1987-1989 HOWARD COMMUNITY COLLEGE PUBLICATIONS
Seboda, Barbara L. FOLLOW-UP OF 1987 GRADUATES. Report No. 61. Howard Community College,
September 1989.
Novak, Virginia E, ENROLLMENT KEEPS GROWING. Flash Facts Vol. V, Number 4. Howard Community
College, October 1989.
Novak, Virginia E. RESIDENTS OF HOWARD COUNTY UNDERGRADUATE ENROLLMENT. Flash Facts Vol.
V, Number 3. Howard Community College, August 1989.
Seboda, Barbara L. ARTICULATION PROBLEMS INFREQUENT FOR FY87 GRADUATES. Flash Facts Vol. V,
Number 1. Howard Community College, July 1989.
Seboda, Barbara L. MORE THAN THREE-FIFTHS OF ALL COLLEGE PERSONNEL ATTEND STAFF
DEVELOPMENT COURSES. Flash Facts Vol. V, Number 2. Howard Community College, July 1989.
Seboda, Barbara L., FOLLOW-UP OF 1984 ENTRANTS. Report No. 60. Howard Community College, May
1989.
Livieratos, Barbara B. SURVEY SHEDS LIGHT ON CONTINUING EDUCATION ENROLLES. Report No. 59.
Howard Community College, April 1989.
Livieratos, Barbara B. OUTREACH AND INFORMATION: SURVEY RESULTS.
Report No. 58. Howard Community College, May 1989.
Novak, Virginia E. REPORT ON CONTINUING EDUCATION ENROLLMENT. Howard Community College,
April 1989.
Monroe, Charlotte A. HOWARD COMMUNITY COLLEGE 1989-1990 INSTITUTIONAL INDICATORS FOR
PROPOSED OPERATING BUDGET. Report No. 57. Howard Community College, March 1989.
Livieratos, Barbara B. CONTINUING EDUCATION ENROLLMENTS INCREASE AGAIN. Flash Facts Vol. IV,
Number 3. Howard Community College, February 1989.
Livieratos, Barbara B. REPORT ON THE RESULTS OF THE 1988 SURVEY OF FORMER BIOMEDICAL
ENGINEERING TECHNOLOGY STUDENTS, Report No. 56. Howard Community College, January 1989.
Novak, Virginia E. and Radcliffe, Susan K. ENROLLMENT PROJECTIONS REPORT. Report No. 55. Howard
Community College, December 1988.
* An ERIC Publication Number indicates that the report was published by Educational Resources Information Center
and is listed in the Resources in Education Index.
27
35
ERIC Clearinghouse forJunior Colleges DEC 0 1 1989
A C. I, ,11...(.10.11.4.14/0.A1.61,111.CLAIA.NLA P.ALA
